Diane M. Kondratowicz, PhD Adjunct Faculty, UAI Humanities, Liberal, Visual & Performing Arts

1. “Cultivating Student Understanding, Respect, and Appreciation for our Global Community: ‘Dialogues in Diversity’ Global Awareness Course Infusion Project” Diane M. Kondratowicz, PhD Adjunct Faculty, UAI Humanities, Liberal, Visual & Performing Arts Elgin Community College (ECC) dkondratowicz@elgin.edu

2. Session Agenda Share: • Course Infusion efforts • Preliminary data findings • Personal reflectionsabout a GIST-sponsored global awareness Course Infusion project in Humanities (Ethics) • Project: “Dialogues in Diversity to Cultivate Understanding, Respect and Appreciation for Our Global Community”

3. Ethics Courses Infused w/Content Related to China and India . . . specifically related to Confucian and Buddhist studies Classroom courses (Fall 2013): • HUM 216-102 • HUM 216-301 (late start, mid-Sept.) • Online Ethics course was not infused, although students were invited to participate in certain activities

4. (Infusion-related)Course Goals and Objectives Introduce ethical theories (Western/Eastern traditions);cultivate students’ critical thinking At the completion of the Course activities, students will be able to: • Display curiosity about cultures; • Demonstrate resistance to stereotyping; • Demonstrate knowledge of other cultures; • Interpret own culture in a comparative context; • Adapt behavior to interact with diverse populations; • Demonstrate respect and appreciation for cultures

5. Learning Activities 1. Confucian and Buddhist textbook readings/discussions; 2. Culture-related lecture and activities; 3. Literature review/discussionsof Confucian & Buddhist scholarship; 4. Pure Land Center and Buddhist Library Visitors * Lecture (Buddhism) * Small group, Q & A discussions 5. Formulate questions in preparationof Pure Land visitors; 6.Optional:Buddhist practice service, lecture, and lunchat Pure Land Center(Sundays); 7."Dialogues in Diversity” Reflection Paper

6. Pure Land Class Sessions

7. Assessment of “Dialogues in Diversity”Course Infusion 1.Student Learning(Pre- Post Test, 24 multiple choice questions) HUM 216-102: 21/26 students completed HUM 216-301: 5/15 students completed • Program Assessment: “Dialogues in Diversity”(8 multiple choice questions w/comments solicited) HUM 216-102: 19/26 students completed HUM 216-301: 4/15 studentscompleted

8. Student LearningFindings (Increases in Correct Answers,from Pre-Post Test) Save for 1 student, All students(Hum 102, 301) had Increases in correct answers, from Pre- to Post Test. Most prevalent increases in the 1–10 question range.

9. Student LearningFindings(Changes in “Uncertain/Unsure” Responses, from Pre-Post Test) Majority of students(Hum 102)had Decreases in / Fewer # of “Uncertain/Unsure” responses, which is encouraging 4 students total(Hum 102, 301) had Increasesin/Additonal# of “Uncertain/Unsure” responses, which is somewhat concerning

10. Program Assessment • Learning Activities Assessed: • Textbook readings/discussions; • Literature review/discussions of scholarship • Pure Land Center Visitors • Lecture • Small Group Q & A Discussions • Questions for Pure Land Visitors • Reflection Paper • Overall “Dialogues in Diversity” Program • Student Response Options • Very valuable; Valuable; Somewhat valuable; Not valuable to learning; • No rating; did not complete activity

11. Program Findings Most “Dialogues in Diversity” Program activities were favorably assessed, with student ratings ofVery Valuable, Valuable, orSomewhat Valuable to my learning • Pleased with and encouraged by these findings

12. Activities Rated asSomewhat Valuableto my learning

13. Activities Rated asNot Valuable to my learning

14. Select Comments: Textbook Readings/Discussions • It was hard reading. • The readings were somewhat difficult. I learned more from the lecture about the readings. • Classroom discussions were very helpful, as the text would be difficult to follow at times. The discussions usually cleared everything up. • (Textbook) was difficult to read sometimes so I wish there was another book that went with it to help the reader understand the text.

15. Select Comments: Literature Review/Discussion of Scholarship • I picked up on other ideas that I wasn’t about to do research on. • I liked that we had the opportunity to discuss different topics and whether people agreed with them or not. • We had a great discussion with the whole class. • I liked this assignment. It really helped me understand the topic. • It widened perspective.

16. SelectComments: Questions for Pure Land Visitors • Very fun activity. Had me thinking about topic beforehand. • This activity helped me think ahead of time of the questions that I was unclear of. • Helped me be prepared for the speaker. • I thought it was cool to ask the guest speakers questions, but I didn’t see how it related to my understanding of the topic.

17. Select Comments: Lecture by Pure Land Visitor • He cleared some things up from the reading but I felt like it was rushed and he could have used more time. • He had so much to say and not enough time to say it. Seemed like a fascinating guy. • I enjoyed learning straight from someone who actually practiced Buddhism. • I could not really get into his presentation because I had difficulty focusing and understanding him. • Very informative. Interesting.

18. Select Comments: Small Group Discussions w/Pure Land Visitors • It was greatto have a chance to sit down and have a conversation with the visitors and have our personal questions answered about this culture. • The room was too loud for me to hear the female guests. Mr. Tan was loud enough but didn’t have enough time to finish thoughts. • It was educational, but sometimes contradictory. • Very valuable, being able to engage andlead the discussions. • Thanks to that now I have a completely different understanding of Buddhism and its traditions.

19. SelectComments:“Dialogues in Diversity” Reflection Paper • Forced me to think about everything as a whole and look back. • It was a good way to review and conclude. • (Valuable) but was hard to reflect and remember everything we talked about. • I didn’t learn from the reflection paper but it gave me a chance to collect all my thoughts on what I learned.

20. SelectComments: Overall, “Dialogues in Diversity” Program • By doing this I met with traditions I did not understand before. It helped me realize that each one of these found its way for a reason, and it deserves a lot of respect. • This topic of discussion changed how I look at other people’s actions and helped me understand how to accept others views without losing sight of my own.

21. Personal Reflections:“Dialogues in Diversity” Course Infusion • Thankful for GIST Course Infusion opportunity; • Pleased with activities developed and Pure Land connection; • Encouraged by predominantly positive assessment findings and student comments; • Interested in sustaining infusion efforts; Will explore funding; • Contemplating refinements: • Develop alternative to Reflection Paper • Possibly require/award credit forvisit toPure Land • In interim, retained: • Literature review activity • Optional Pure Land visit

22. Acknowledgments and Gratitude ECC Community • Curriculum Subcommittee members of GIST; • Ms. Mary Hatch, Dean, Liberal, Visual & Performing Arts, • Ms. Li Ling Huang, Administrative Assistant, Liberal, Visual & Performing Arts, • Students in HUM 216-102 and HUM 216-301, Fall 2013; • Colleagues in Humanities; • Dr. Phil Garber, Executive Director, Planning & Institutional Effectiveness; • Dr.Heather Collins, Director, Grants Research & Development, Teaching & Learning Pure Land Center and Buddhist Library • Ms. Li Su Tan, Mr. Bert Tan, Director and Co Director, Pure Land Center; • Venerable Wu ling, Buddhist Nun, Elkhart, IN; • Volunteers: Dr. Jindan Yu, Ms. Helen Mach, Ms. Stephanie Chang

23. Q and A Source of Image: :http://search.yahoo.com/search?p=images+of+question+marks&hspart=delta-homes

24. Reference Shanahan, Timothy and Robin Wang. 2003. Reason and Insight. Western and Eastern Perspectives on the Pursuit of Moral Wisdom. Second Edition Belmont, CA: Wadsworth, Cengage Learning.